Challenges of maintaining the mother’s language: marriage-migrants and their mixed-heritage children in South Korea

Park, Mi Yung

doi:10.1080/09500782.2019.1582662

Cited by 24 publications

(9 citation statements)

References 21 publications

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“…A questionnaire with two parts was developed with reference to established surveys (Ho, 2010; Lam, 2011; Park, 2007; Tannenbaum, 2003) and factors identified by a literature review of factors affecting language proficiency, use and maintenance (Tran et al, 2019). Part 1 of the survey explored participants’ language proficiency, cultural idenity, and demographic details (see McLeod et al, 2019; Wang et al, 2021) while part 2 focused on family language use and preference, family language policies and rules, and demographic information (e.g., income, language, and education).…”

Section: Methodsmentioning

confidence: 99%

Vietnamese–Australian children’s language proficiency and use

Tran

Wang

McLeod

et al. 2021

International Journal of Bilingualism

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Aim: To explore Vietnamese–Australian children’s proficiency and use of Vietnamese and English and identify associated factors that are related to demographics, language practices, language ideologies, and language management. Methodology: Vietnamese–Australian parents ( n = 151) completed a questionnaire (in English or Vietnamese) regarding their child’s language proficiency and use, demographic details and a range of factors as conceptualized by Spolsky’s language policy theory: language practices; language ideologies; and language management. Data and analysis: Bivariate analyses (Pearson’s correlation and analysis of variance) and multiple regression models were conducted to explore associations between language proficiency and use and associated factors and identify the most significant factors. Findings/conclusions: Factors associated with children’s Vietnamese language proficiency (oral/written) included: demographic factors; language practices; language ideologies; and language management. In contrast, children’s English language proficiency (oral/written) was linked to demographic factors and language practices. Children’s Vietnamese language use was not significantly correlated with demographics but rather with language practices, language ideologies, and language management. Children’s home language use and proficiency did not have a negative impact upon their English proficiency. Originality: This study is the first to consider factors associated with Vietnamese–Australian children’s language proficiency and use. Significance/implications: Demographic factors, language practices, language ideologies, and language management were associated with children’s language proficiency and use. The results can be used by parents, educators, policy-makers, speech–language pathologists and other professionals to support Vietnamese–Australian and multilingual children around the world to develop and maintain their home and majority languages.

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Section: Methodsmentioning

confidence: 99%

Vietnamese–Australian children’s language proficiency and use

Tran

Wang

McLeod

et al. 2021

International Journal of Bilingualism

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“…Studies by Hong et al (2013) and Schubert et al (2015) challenge the common assumption that joseonjok and South Koreans have a shared ethnicity, language, and culture that enable the former to adapt easily to South Korean society. In addition, marital conflict may also be sparked by immigrant women's frustrations concerning downward social mobility and their Korean families' objections to the transmission of the women's heritage language to their children (Kim, 2008;Park, 2019a).…”

Section: Women and Koreansmentioning

confidence: 99%

Experiencing Everyday Otherness: A Study of Southeast Asian Marriage-Migrants in South Korea

Park

2022

Sustainable Multilingualism

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Summary This study explores the everyday Otherness experienced by Southeast Asian marriage-migrant women in South Korea. South Korea is increasingly ethnically diverse due to the dramatic rise in international marriages between foreign women and Korean men, most of which are facilitated by marriage brokers. Yet little research has been conducted on marriage-migrants’ experiences of communicating with local Koreans. Drawing on data collected through in-depth interviews with five participants from Cambodia and Vietnam, this study focuses on specific factors that cause conflicts between these women and local Koreans in various social contexts, including the household, workplaces, and wider communities, and how the women respond to such conflicts and manage challenging interactions. The participants’ narratives demonstrate the tensions and conflicts they encounter, which can be divided into three categories: the imposition of Korean ways of living, negative stereotyping, and language use. The women describe being perceived as deviating from Korean society’s cultural and linguistic norms and facing pressure to conform to these norms, which sometimes conflict with their own sense of identity. In addition, they experience marginalization through Othering and negative stereotyping in their interactions with Koreans and struggle to develop a sense of belonging to the host society. The results of this study provide implications for second language programs designed for marriage-migrants, which have the potential to enable marriage-migrants to achieve sustainable development in their second language learning and to support their development of multilingual and multicultural identities.

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“…Others further argue that bilingualism and multilingualism need to be encouraged throughout the nation to secure linguistic and education rights of language minority students and promote sustainable development throughout their life trajectories (e.g., Cummins [32]; Thomas and Collier [33]). Similarly, a number of Korean scholars and educators have started pointing out the need to promote bilingual and multilingual education that could enable students to see their diverse backgrounds as an asset, prepare them to be competent global citizens, and help them to develop their voices and identities (Lee [16] and Park [34,35]). In her study of marriage-migrants and their mixed-heritage children in Korea, Park [35] claims that most of language minority students have little chance of receiving heritage language education and/or bilingual education and developing their multilingual and multiethnic identities.…”

Section: Current Educational Policies For Language Minority Students: Possibilities and Limitationsmentioning

confidence: 99%

“…Similarly, a number of Korean scholars and educators have started pointing out the need to promote bilingual and multilingual education that could enable students to see their diverse backgrounds as an asset, prepare them to be competent global citizens, and help them to develop their voices and identities (Lee [16] and Park [34,35]). In her study of marriage-migrants and their mixed-heritage children in Korea, Park [35] claims that most of language minority students have little chance of receiving heritage language education and/or bilingual education and developing their multilingual and multiethnic identities. She further points out that the assimilationist orientation deeply embedded in Korean society serves as an obstacle for migrant mothers to teach their children the heritage language related to the mother's linguistic and ethnic background.…”

Section: Current Educational Policies For Language Minority Students: Possibilities and Limitationsmentioning

confidence: 99%

“…In addition, they can make language minority students feel segregated from other mainstream peers or feel stigmatized for being labeled as language-deficient students who need special help. Given the fact that multicultural students already experience a high risk of maladjustment and subsequent school disengagement in Korea (Park [35]; Park and Oh [46]; and Lee [16]), KSL programs could heighten the risk of segregation between language minority students and mainstream peers.…”

Section: Korean As a Second Language Programsmentioning

confidence: 99%

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Educating Language Minority Students in South Korea: Multilingual Sustainability and Linguistic Human Rights

Choi

2021

Sustainability

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In the context of globalization, the landscape of language in Korea has changed dramatically in the last three decades because of the influx of marriage migrants and foreign workers. The growing number of immigrant and international marriages has led to the emergence of new linguistic minorities in Korea who have multicultural and multilingual backgrounds, and they challenge Korea’s long-lasting tradition of linguistic homogeneity and purity. Language related education for this newly emerging group of language minority students, whose number has increased dramatically since the late-1990s, has become a salient issue. This paper critically analyzes the current education policies and programs designed for the newly emerging group of language minority students, and examines the prospects for sustainable development of these students in Korea. In particular, it focuses on the underlying ideology of linguistic nationalism and assimilationist integration regime embedded in various education policy initiatives and reforms, which require language minority students to forgo their multilingual background and forcibly embrace linguistic homogeneity. The paper elaborates on alternative educational programs that could enable language minority students to achieve sustainable development and progress.

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Challenges of maintaining the mother’s language: marriage-migrants and their mixed-heritage children in South Korea

Cited by 24 publications

References 21 publications

Vietnamese–Australian children’s language proficiency and use

Vietnamese–Australian children’s language proficiency and use

Experiencing Everyday Otherness: A Study of Southeast Asian Marriage-Migrants in South Korea

Educating Language Minority Students in South Korea: Multilingual Sustainability and Linguistic Human Rights

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